College of Professional Studies

Site Map

  • Overview & Conceptual Framework

    A.1 Links to unit catalogs and other printed documents describing general education, specialty/content studies, and professional studies  

SOE Student Advising Website

   A.2 Syllabi for professional education courses

   A.3 Conceptual framework(s)

    A.4 Findings of other national accreditation associations related to the preparation of education professionals (e.g., ASHA, NASM, APA, CACREP)

Not Applicable

Standard 1

   1.1 State program review documents and state findings

   1.2 Title II reports submitted to the state for the previous three years

   1.3 Key assessments and scoring guides used by faculty to assess candidate learning against standards and the outcomes identified in the unit’s conceptual framework for programs not included in the national program review process or a similar state process

   1.4 Data tables and summaries that show how teacher candidates have performed on key assessments over the past three years for programs not included in the national program review process or a similar state process

   1.5 Samples of candidate work

   1.6 Follow-up studies of graduates and data tables of results

  • (New) 2010 Undergraduate Survey Results PDF
  • (New) 2010-2011 Graduate Survey Results PDF
  • 2009 Undergraduate Survey Results PDF PPT
  • 2009-2010 Graduate Survey Results PDF PPT
  • 2008 Undergraduate Survey Results PDF PPT
  • 2008 Graduate Survey Results PDF PPT
  • 2007 Undergraduate Survey Results PDF
  • 2007 Graduate Survey Results PDF

    1.7 Employer feedback on graduates and summaries of the results

In our efforts toward continuous improvement, our future goal for employer feedback on initial and advanced program candidates in the Department of Educational Studies is to survey a random sample of principals at schools within the four major school districts in Allen County in regard to our graduates’ effectiveness in their respective classrooms. Using the Indiana Department of Education Website, we can earmark our graduates at specific school sites within the county, and then provide school principals with a list of our graduates that are working in their buildings. By designing a Likert-type questionnaire and gathering responses from building principals on a 1-5 scale with 5 representing “very effective” we can begin to systematically collect this information. We are currently developing this questionnaire along with feedback from several local school principals. We should be able to gather pilot data in the fall of 2011.

    1.8 List of candidate dispositions, including fairness and the belief that all students can learn, and related assessments, scoring guides, and data

Standard 2

   2.1 Description of the unit’s assessment system in detail including the requirements and key assessments used at transition points

   2.2 Data from key assessments used at entry to programs

   2.3 Procedures for ensuring that key assessments of candidate performance and evaluations of unit operations are fair, accurate, consistent, and free of bias

   2.4 Policies and procedures that ensure that data are regularly collected, compiled, aggregated, summarized, analyzed, and used to make improvements

   2.5 Samples of candidate assessment data disaggregated by alternate route, off-campus, and distance learning programs

  • Not Applicable

   2.6 Policies for handling student complaints

  • For information on grade appeals or the IPFW Code of Student Rights, Responsibilities, and Conduct (e.g., academic and behavioral review procedures), please see the Undergraduate and Graduate Bulletins for 2011-2012 found at

   2.7 File of student complaints and the unit’s response

  • Official student complaints and appeal resolutions will be available during the onsite visit.

   2.8 Examples of changes made to courses, programs, and the unit in response to data gathered from the assessment system

   2.9 Additional resources requested by the Offsite BOE Team

Standard 3

   3.1 Memoranda of understanding, contracts, and/or other documents that demonstrate partnerships with schools

   3.2 Criteria for the selection of school faculty

   3.3 Documentation of the preparation of school faculty for their roles

   3.4 Descriptions of field experiences and clinical practice requirements in programs for initial and advanced teacher candidates and other school professionals

During our Indiana Department of Education program reviews (2008-2010), we were asked to provide specific information about the scope and sequence of field experiences in each of our programs. This information can be found in DOCUMENT 1 for each program under Standard 1 [Initial Programs Advanced Programs].

For ease of use, however, we’ve created a summary pdf containing all state feedback regarding our field experiences. As you can see, each program, except 1 (Gifted and Talented), passed this criteria during the evaluation process.

   3.5 Guidelines for student teaching and internships

   Undergraduate Programs

  • This webpage provides a broad overview of all of our undergraduate field experiences
  • This webpage explains the application process for Student Teaching as well as provides a link to the Student Teaching Handbook

   Graduate Programs

  • Elementary and Secondary Education: This pdf provides descriptions and guidelines for field experiences (Service Learning for Diversity; p. 8 & 35-43) within the programs
  • Educational Leadership: This pdf provides an overview of the practicum experience (pages 7-8) for candidates
  • School Counseling: This webpage provides a broad overview of internships in the program and expected activities to be completed during the internship:

The School Counseling program recently decided to use their (revised) formal internship evaluation during the first and second semester of the experience:

   3.6 Assessments and scoring rubrics/criteria used in field experiences and clinical practice for initial and advanced teacher candidates and other school professionals

   Undergraduate Assessments

   Graduate Assessments

   3.7 (New) Additional evidence requested by Offsite BOE Team, listed in order of citation in the Offsite BOE Report

Standard 4

   4.1 Proficiencies related to diversity that candidates are expected to develop

a. Conceptual Framework

   4.2 Curriculum components that address diversity proficiencies

a. Curriculum Diversity Table
b. Teaching English as a New Language

   4.3 Assessment instruments, scoring guides, and data related to diversity

a. Program Review Documents: Initial Programs
b. Program Review Documents: Advanced Program
c. (New) Service Learning for Diversity Field Experience Assignments:
Graduate Elementary and Secondary / Educational Leadership
d. (New) Recent Service Learning for Diversity Field Sites by Program

   4.4 Data table on faculty demographics

a. Professional Education Faculty Demographics

   4.5 Policies and practices for recruiting and retaining a diverse faculty


a. Equal Opportunity Employment and Affirmative Action
b. Goals of the Recruitment and Selection Process


c. Office of Academic Affairs Memorandum 05-1 - Faculty/Librarian Recruitment Checklist
d. Applicant Self-Identification Form
e. School of Education 2009 Annual Report (p. 12 & 25-26)

   4.6 Data table on student demographics

a. Undergraduate Demographics - Education Degrees
b. Undergraduate Demographics - Non-Education Degrees
c. Graduate Demographics - Education Degrees
d. Graduate Demographics - Non-Education Degrees

   4.7 Policies and practices for recruiting and retaining diverse candidates


a. Student Affairs Mission Statement and Strategic Priorities: Six Degrees of Connection
b. IPFW Strategic Plan 2008-2014


c. Academic Student Achievement Program
d. Summer Bridge
e. Multicultural Events at IPFW

   4.8 Data table on demographics of P-12 students in schools used for clinical practice

a. Clinical & Field Experiences School Corporation List
b. Clinical & Field Experiences Individual School List
c. New Immigrant Literacy Program

d. (New) Field Experience Evaluation Form

   4.9 Policies, practices, and/or procedures that facilitate candidate experiences with students from diverse groups

a. Undergraduate Student Handbook
b. Graduate Student Handbook

Standard 5      

   5.1 Data table on faculty qualifications

   5.2 Licensure information on school faculty

   5.3 Samples of faculty scholarly activities

Links to samples of faculty scholarly activities can be found on the following websites.

   Professional Studies

   Educational Studies

For a more expansive list of annual accomplishments in our faculty’s teaching, research and service, visit our institution’s annual report for the School of Education at this webpage.

   5.4 Summary of service and collaborative activities engaged in by faculty with the professional community

  • (New) For these activities see institutional CEPP Annual Report for Academic/Fiscal Year 2010.
  • (Revised) For these activities see institutional Annual Reports for previous years at this webpage.
  • Grants

   5.5 Promotion and tenure policies and procedures

   Professional Studies Documents

   Educational Studies Documents

   University Documents

   5.6 Samples of forms used in faculty evaluation and summaries of the results

   School of Education Documents

   Professional Studies Documents

   Educational Studies Documents

   University Documents

   5.7 Opportunities for professional development activities provided by the unit

Standard 6

   6.1 Policies on governance and operations of the unit

   6.2 Organizational chart or description of the unit governance structure

   6.3 Unit policies on student services such as counseling and advising

The Office of Licensing and Advising in the SOE provides academic and personal growth opportunities for a diverse student body through a variety of customized support services that meet individual needs. (See SOE website under Student Resources and Opportunities, especially Advising Information and Licensing Information.) The departments also provide supportive services and advising to their candidates; all tenured and tenure-track faculty members advise candidates in their respective programs. The use of email has tremendously facilitated advising, though we still encourage face-to-face advising. IPFW offers many additional services and resources to candidates. (See the Current Students link on the IPFW homepage, the Dean of Students webpage, Vice Chancellor for Student Affairs webpage, Office of Diversity and Multicultural Affairs webpage, Services for Students with Disabilities, and Center for Women and Returning Adults. )

   6.4 Recruiting and admission policies for candidates

   6.5 Academic calendars, catalogs, unit publications, grading policies, and unit advertising

   6.6 Unit budget, with provisions for assessment, technology, and professional development

   6.7 Budgets of comparable units with clinical components on campus or similar units at other campuses

   6.8 Faculty workload policies

   6.9 Summary of faculty workloads

Each faculty member has a nine-hour teaching assignment and a three-hour research assignment. The Associate Dean, the Chairs, the Program Coordinators, and Directors of Centers of Excellence receive some release time from teaching for their extra responsibilities. The Department Chairs submit a detailed faculty workload report to the Vice Chancellor for Academic Affairs every semester; the reports are available on request.

   6.10 List of facilities, including computer labs and curriculum resource centers

Some classrooms are equipped with Smart Board technology as well as standard overhead projection devices which have internet and campus computing connectivity. All classrooms are equipped with ceiling projection devices that can be linked directly with computer-based images, videotape, or digital video and disc technologies. The Curriculum/Computer Laboratory (CCL) continues to add new computers and other forms of technology, like iPads. Candidates in IP programs use TaskStream technology for their portfolios. Our state-of-the-art Conference Room houses interactive technologies that are the best on campus.

   6.11 Description of library resources

   6.12 Description of resources for distance learning, if applicable

Faculty and candidates have access to an exemplary library, curricular and electronic information resources that not only serve the SOE, but also serve the broader University community. Resources for distance learning programs provide exceptional reliability, speed, and confidentiality in the delivery system. Student resources include a vast source of databases, training, and campus computer and media laboratories, many of which are open late night hours and on weekends. Through interactive video conference equipment, IPFW is able to reach regional sites with live interactive broadcasts synchronously, allowing students from remote sites to actively participate in a class without driving long distances to campus. Every course in the University has interactive technology capabilities through Blackboard to connect instructors to students and students to one another as they pursue online the learning goals of the course.

IPFW School of Education Indiana Department of Education/Division of Professional Standards NCATE